E-learning and Young Learners: A Flipped Classroom Approach

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Yuka Eto, Showa Women’s University; Sachiko Maruoka, Seikei University

This study was conducted to investigate the effects of teaching English to children using a flipped classroom approach. 31 students between 6 and 14 years old participated in the study that involved them assessing the effects of a flipped classroom on their own learning. The participants’ homework results and survey responses were also analyzed to assess the correlation between the students’ homework results and their perceptions of satisfaction, remembering, self-efficacy, motivation, and self-control. The results of the survey showed that students had a positive impression of the flipped curriculum in this context. As this study is one of the first to look at the use of a flipped classroom in this context, we also discuss the potential implications of this study for helping teachers to better meet the English language needs of young learners in Japan.